Author:
The Shanghai Expo has been described as one of the most important gathering events of 2010 where future of cities is being explored. The Mayor of Shanghai is stated to have thrown a challenge to educationists to create a lifelong learning environment in the city such that it can attract the most talented and educated human resources in the world. In their attempts to become ever more competitive, leadership of most large cities in the world is acutely aware of the importance of creating such enabling environment that can nurture post-secondary educational institutions to develop, grow and innovate educational provisions that make lifelong learning opportunities available for all city-dwellers.
Historically, China has been way ahead of many other countries in designing policies that create institutions for lifelong learning of âthird ageâ adults; Chinese universities for the elderly have created opportunities for retired people to go to such universities to pursue their learning of arts, music, scienceâwhatever. Now, cities in China are making a case for attracting talent and expertise to drive their growth.
This trend of attracting global talent to certain cities has grown with globalisation. Many companies and professionals seek out such cities to inhabit where quality educational opportunities for their employees and families are available in abundance. In emerging and transitional economies of the world, cities are the new engines of growth. Mayors and other political leaders of large cities in these countries can readily empathise with their Shanghai counterpart. What can be done to motivate such municipal leadership to promote policies that support lifelong learning? How can the mayors and their advisors be encouraged to take the lifelong learning goals of EFA (Education for All) commitments seriously?
Investment in lifelong learning in cities takes many different forms. The traditional extra-mural studies departments of universities are one such example; many universities have skill-based courses for adult populations. The full potential of Open and Distance Learning (ODL) is yet to be realized in many such institutions in countries like India. Most formally recognized and accredited institutions of post-secondary education in Indian cities cater to a very narrow bandwidth of potential learners who already have a post-secondary college degree. However, demand for certain types of learning opportunities has grown so dramatically that a variety of private providers of post-secondary education have emerged in such areas as IT, accountancy, English language, etc. Another area of growing importance for youth is life skills whereby they can gain self-confidence and knowledge to navigate the modern urban economy and society successfully.
Cities also have other institutions which act as sites of lifelong learningâlibraries, museums, botanical gardens, historical monuments, etc. Some cities have made significant policies and programmes to promote such institutions as active sites for lifelong learning; the leadership of some such cities has understood that such institutions can be enabled to offer the knowledge stored in them to visitors and dwellers of their cities in an ongoing and lifelong learning mode. Such a lifelong learning perspective is largely missing, alas, in the management of most such institutions in countries like India. In fact, libraries, museums, botanical gardens and parks, historical monuments etc have been allowed to decay in most cities of countries like India. They are not being visited by city-dwellers, let alone being sites of lifelong learning.
The vision of a future learning society can not merely be carried forward by confining city-dwellers to their desktop computers; citizens have to be invited to pursue their lifelong learning through interactions with fellow citizens in cityâs public spaces and open environments. Policies that incentivise many institutions of the cities to become sites for providing lifelong learning opportunities for their citizens would make a major contribution towards the economic development and quality of life of cities. How can citizensâcity dwellersâdemand such policies and provisions? How can municipalities, private business and communities of citizens come together to devise partnerships for lifelong learning?
Rajesh Tandon
October 19, 2010
PRIA’s MobiliseHER team traveled to Bangalore during the week of June, 10 – 14, 2024. The aim of the visit was to gain relevant insights into the civil society ecosystem in Bangalore and meet different organisations to understand the city through a lens of gender and inclusive mobility.
Working at PRIA, often leads us to various cities across the country. Each trip is an opportunity to witness firsthand the challenges and triumphs of different communities.
Mr. Yedukrishnan V has recently joined PRIA after gaining valuable experience in the development sector. Drawing from his journey in the social sector and personal encounters in Kerala, he emphasises the importance of participatory governance and research in empowering marginalised communities.'
